“Excellent,” 16% were “Good,” <1% were “Average,”and none were “Fair” or “Poor.” As gratifying as this level of participant satisfaction is, however,it provides no real indication of what the workshop has actually accomplished. In the spring of2008, we designed and administered a survey to all of the NETI participants in the 1993–2006offerings whose contact information we could find. The survey—hereafter referred to as theNETI Alumni Survey—is shown in Appendix B. It asks the participants about their teachingpractices, their students’ and their own ratings of their teaching, the effects of the NETI on boththeir practices and their ratings, their involvement in educational research and instructionaldevelopment, and several demographic questions
AC 2009-1276: ASSESSING GROWTH OF ENGINEERING STUDENTS USINGE-PORTFOLIOS: A MDL-BASED APPROACHChristine B. Masters, Pennsylvania State UniversityAlexander Yin, Pennsylvania State UniversityGül Okudan, Pennsylvania State UniversityMieke Schuurman, Pennsylvania State University Page 14.239.1© American Society for Engineering Education, 2009 Assessing Growth of Engineering Students Using E-Portfolios: A MDL-Based ApproachAbstractOverall premise of the work presented is to study the potential of e-portfolios as a viablemechanism for student reflection and assessment of growth on attributes that are part ofbecoming a World Class Engineer. These
AC 2009-1290: UNDERSTANDING COGNITIVE STYLE AND LEARNING STYLEAND THEIR APPLICATION TO TEACHING AND LEARNING IN ENGINEERING.B. Kyun Lee, LeTourneau UniversityPaul leiffer, LeTouneau UniversityR. William Graff, LeTourneau UniversityVicki Sheafer, LeTourneau Iniversity Dr. Vicki Sheafer is a professor in Psychology at LeTourneau University.Vicki Sheafer, LeTourneau Iniversity Dr. Vicki Sheafer is a professor in Psychology at LeTourneau University. Page 14.1293.1© American Society for Engineering Education, 2009 Understanding Cognitive Style and Learning Style and Their Application to Teaching and Learning in
as they approach surface 1 b) The person will feel warmer as they approach surface 2 c) The person will feel the same warmth in both cases. d) Not enough information givenStudent results indicated that this question was quite difficult, with only 25% of studentsidentifying the correct response. In addition, the question was a poor discriminatorbetween students who did well on the instrument and those who did not, with adiscrimination index that was actually negative (-0.08). Because of this, the question wassignificantly revised in Phase 2, as shown below. Page 14.469.7Radiation Question: Phase 2A person walks toward two diffuse grey
some members of the team, you know I deal with Page 14.1343.11 that and clearly my evaluation of the project as a whole is dependent to some extent.”Grading, however, was not about whether the team produced a great product; but also on theteam’s performance on the design process. As another faculty member said: “It is the whole process. So I mean if they tried and they did an amazing job and happen not to produce the final product, then they might still get an A. If they had an easy task and did it and then didn’t try than challenge themselves more, then they might not get an A. They might not get a B.”For
Engineering, Leuven, Belgium, pp. 173-176.3 Allen, D.T., Murphy, C.F., Allenby, B., & Davidson, C. (2006). Sustainable engineering: A model for engineering education in the twenty-first century? Clean Technology and Environmental Policy 8:70-71.4 Nair, I. (1998). LCA and Green Design: A Context for Teaching Design, Environment and Ethics, Journal of Engineering Education.5 Allen, D., Allenby, B., Bridges, M. et al. (2008). Benchmarking Sustainable Engineering Education: Final Report. Available online: http://www.csengin.org/BSEE_Final_Report_31Dec08_No_Appen_D.pdf6 Kilgore, D., Atman, C.J., Yasuhara, K., Barker, T.J., & Morozov, A. (2007). Considering Context: A Study of First-Year Engineering Students
paper in more thanone class is not a copyright violation (the expression is the author’s to use), but some considermultiple submissions of the same work to be unethical or a form of plagiarism. A common definition of plagiarism: Plagiarism is defined as presenting someone else's work, including the work of other students, as one's own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge. What is considered "common knowledge" may differ from course to course. a. A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures of another person without acknowledgment. b. A student must give
psychology. New York,: Holt, 1969.[9] D. Hestenes, M. Wells, and G. Swackhamer, "Force concept inventory," The Physics Teacher, vol. 30, pp. 141-158, 1992.[10] B. S. Bloom, Taxonomy of educational objectives : The classification of educational goals. New York: D. McKay Co., Inc., 1956.[11] J. Basque and M. C. Lavoie, "Collaborative concept mapping in education: Major research trends," in 2nd International Conference on Concept Mapping, San Jose, Costa Rica, 2006.[12] A. J. Cañas, G. Hill, R. Carff, N. Suri, J. Lott, T. Eskridge, G. Gómez, M. Arroyo, and R. Carvajal, "Cmaptools: A knowledge modeling and sharing environment," 2004, pp. 125- 133.[13] K. M. Fisher, "Semantic networking: The new kid on the
. Theseinclude online quizzes before class and a large library of external links that are used forresources. A sample of the first two weeks are displayed in Figure 1. Notice that the plan isdivided into inside and outside class activities, all of which are thoughtfully designed to addmeaning and content to the course. These activities (a) get students ready or prepared forclass, (b) give them opportunities to practice—with prompt feedback via the Wileyplusplatform—doing whatever it is you want them to learn to do, and (c) allow them to reflect ontheir learning. The objective is to produce a sequence of activities that build on each other. Oneparticular activity was the construction of a poster and presentation of a real life failure event,sample of
(N=10)participating in an NSF-funded Research Experiences for Undergraduates (REU) program at alarge research university. Positive learning outcomes gains pertained to communication skills,validation of career path, experimentation skills, valuing cross-disciplinary expertise and lifelonglearning, and gaining confidence in working independently. Low ranked learning outcomespertained to (a) leadership skills, (b) project management skills, (c) understanding ethical issues,and (d) identifying problems. Further, qualitative data analysis revealed that undergraduateresearchers faced a number of challenges and frustrations pertinent to (a) scheduling, (b) timemanagement, (c) running experiments with limited familiarity to instruments and
Engineer in the Real World”Key words: “project-based learning,” “international,” “assessment”IntroductionThe quotation in the title of this paper is a student’s statement about the future impact of hisproject-abroad experience in South Africa. Indeed, study-abroad and project-abroad experiencesare increasingly viewed as important for engineering students’ careers. Assessing the studentlearning outcomes of such programs can benefit (a) the students, as they engage in self-reflectionand communication about their experience, (b) the study-abroad program itself, for continualimprovement, and (c) the engineering education community at large, as it seeks effectivemethods and models for preparing engineers for their work. To
said, “I feel that this is one of the greatthings about this class. I've never had a class where the answer key is worked out right in front ofyou. It really helps to understand the material and the steps needed in each type of problem.” (a) (b) Figure 4. Percent of respondents that found homework solution screencast helpful for (a) Fall 2007 and(b) Fall 2008 (Note: Fall 2008 students had the option of choosing “didn’t look at it” for this question.)Like the other screencasts, Fall 2008 students tended to watch the homework solution screencastsfrom start to finish (36%, N=40/116). Twenty-five percent of the 116 student respondents re
togenerate grades are generally calculation-based problem solutions, difficulty withdynamics concepts that do not involve mathematical calculations cannot be assessedthrough student grades. Student grades appeared to correlate with DCI results only for those scoringabove class average on the DCI. The few students who scored more than one standarddeviation above average on both the initial and post-course DCIs were also among the topscoring students on the graded assessments. However, average scores or a lack ofimprovement from the initial to the post-course DCI did not correlate with student grades.Many students earning “B” grades did not show significant improvement on their DCIs.This lack of correlation between grades and DCI improvement
: A follow-up study of the job attitudes of business school graduates. Organizational Behavior & Human Performance, 6(1), 36-49.11. Mitchell, T., & Knudsen, B. (1973). Instrumentality theory predictions of students' attitudes towards business and their choice of business as an occupation. Academy of Management Journal, 16(1), 41-52.12. Lawler III, E., Kuleck, W., Rhode, J., & Sorensen, J. (1975). Job choice and post decision dissonance. Organizational Behavior & Human Performance, 13(1), 133-145.13. Mitchell, T., & Beach, L. (1976). A review of occupational preference and choice research using expectancy theory and decision theory. Journal of Occupational Psychology, 49(4), 231-248.14. Brooks
completion of their degrees. Fulldetails of the development, administration, and preliminary results of the survey can be foundelsewhere.18, 19 For the purposes of this paper, we will be focusing on three constructs thatmeasure different aspects of academic self-confidence. Each construct comprises two or moreitems (questions). Page 14.614.3 I. Confidence in math and science skills: a) math ability b) science ability II. Confidence in open-ended problem-solving skills: a) Creative thinking is one of my strengths. b) I am skilled in solving problems that can have multiple solutions
theowners of those differences as “inferior”), leading to the undervaluation and poor utilization ofpotentially critical contributions to the team. In general, when any team comes together to solvea problem, they automatically inherit another problem: the management of cognitive diversitywithin that team. Kirton refers to these two problems as “Problem A” (the original problem thatbrought the team together) and “Problem B” (managing their individual differences),respectively19; successful teams spend more time on Problem A than Problem B, but this may beno easy feat!It is also important to note that some scholars (and many practitioners) have become particularlyenthralled with Innovation (“radical, breakthrough change”) in recent years, which
fundamental engineering concepts. Such a study could lead totransformational approaches to repair students’ misconceptions by applying and testing thatontological schema training methods can help repair robust misconceptions, which are resistantto repair by traditional teaching methods.AcknowledgementsWe wish to thank the National Science Foundation for supporting this project: DevelopingOntological Schema Training Methods to Help Students Develop Scientifically Accurate MentalModels of Engineering Concepts (EEC-0550169).References1. Miller, R. L., Streveler, R. A., Olds, B., Chi, M. M. T. H., Nelson, A., and Geist, M. R., “Misconceptions about rate processes: preliminary evidence for the importance of emergent conceptual schemas in thermal and
purposes. The response rate for this survey was80.2%. A total of 80 students responded to Course Survey 2 and provided consent. Theresponse rate for this survey was 83.3%. Select results from Course Survey 1 are displayed intables below. In addition, Appendix B displays the frequency data and descriptive statistics forthe rating scale items from Course Survey 1. Appendix C displays the frequency data anddescriptive statistics for all items administered during Course Survey 2.How do students use the video lectures?The overwhelming majority of the students reported watching each video that was availableonline. Most students (92%) reported watching the video one time, although many studentsreported reviewing unclear portions of the video. Figure 2
engineering field. B. Teachers articulated characteristics which indicated students’ potential for pursuing engineering as a college major. C. Teachers felt a “responsibility” to teach engineering as a result of their new knowledge and perceptions.A. Perceptions of Engineers and Engineering FieldAll eleven teachers talked about the program in terms of bringing about positive changes in theirgeneral perception of engineering (n = 11; 38 references). While many already had favorableperceptions prior to the program, initial levels of knowledge varied greatly in accuracy. Whileinitially a few participants were aware of various engineering disciplines (particularly the“traditional” fields such as civil and electrical), others viewed
, 60, 75-82.9. Byrne, B. M., Structural equation modeling with AMOS: Basic concepts, applications, and programming.Lawrence Erlbaum Associates: Mahwah, N.J., 2001; p xiv, 338.10. Bollen, K. A., Structural equations with latent variables. Wiley: New York, 1989; p xiv, 514.11. Vogt, C. M., Faculty as a critical juncture in student retention and performance in engineering programs.Journal of Engineering Education 2008, 97, (1), 27-36.12. Arbuckle, J. L. Amos 17.0, SPSS, Inc.: Crawfordville, FL, 2008.13. Van Blerkom, M. L., Academic perseverance, class attendance, and performance in the college classroom.In ERIC: 1996; Vol. ED 407618, p 11.14. Hutchison, M. A.; Follman, D. K.; Sumpter, M.; Bodner, G. M
AC 2009-634: THE USE OF MATHEMATICAL THINKING TO DEAL WITHUNCERTAINTY IN A CAPSTONE DESIGN COURSEMing-Chien Hsu, Purdue UniversityMonica Cardella, Purdue University Page 14.1261.1© American Society for Engineering Education, 2009 The Use of Mathematical Thinking to Deal with Uncertainty in a Capstone Design Coursemathematics, engineering design, uncertainty, situated cognition, naturalistic inquiryAbstractIn order to understand how engineering students deal with uncertainty in a normal design task,we studied a team of five industrial engineering students in a capstone class over the course offive months as they worked with professional engineers
AC 2009-534: ABSTRACT: EFFECT OF A UNIVERSITY-OPERATED INTENSIVEENGLISH PROGRAM (IEP) ON ENGINEERING STUDENT ACADEMIC SUCCESSIsaac Wait, Marshall University Isaac Wait is an assistant professor of engineering at Marshall University in the area of environmental engineering. He earned BS and MS degrees in Civil Engineering from Brigham Young University, and a PhD in Civil Engineering from Purdue University.Andrew Nichols, Marshall University Andrew Nichols is an assistant professor of engineering at Marshall University in the area of transportation engineering. He earned a BS in Civil Engineering from West Virginia University, and MS and PhD degrees in Civil Engineering from Purdue University
holder of the Ned Adler Professorship in Mechanical Engineering at Louisiana State University. He obtained both his baccalaureate and master's degrees from LSU ME and his doctorate from Purdue University's School of Mechanical Engineering. He has been actively engaged in teaching, research and curricula development since joining the faculty in 1988.Lillian B Bowles, Louisiana State University, Baton Rouge Lillian Bridwell-Bowles is a Professor of English at Louisiana State University and Director of Communication across the Curriculum (CxC). She received her baccalaureate and master's degrees from Florida State University and her doctorate from the University of Georgia. She has published
cmf270@psu.edu.Lucas Passmore, Pennsylvania State University Lucas Passmore is a PhD student and Instructor at Penn State. He received his B.S. in Engineering Science and Mechanics and has continued his studies at the University Park campus. He teaches introductory engineering courses and fundamental engineering mechanics courses. His primary research is in the semiconductor device physics field, and he is currently working on the incorporation of a design element to engineering technology strength of materials course.Christine B. Masters, Pennsylvania State University Christine B. Masters is an Assistant Professor of Engineering Science and Mechanics at The Pennsylvania State University
AC 2009-826: TEACHING WITH A TABLET PC, A NEW TECHNOLOGY FORTHE CLASSROOM AND ACADEMIC USAGEMichael Parthum, Rochester Institute of Technology Michael J. Parthum Sr. is a Professor of Mechanical Engineering Technology and the Program Chair of the Electrical/Mechanical Engineering Technology program at the Rochester Institute of Technology (Rochester, NY). He teaches undergraduate courses and conducts research in the field of MEMS (micro electro-mechanical systems) and has been working in the areas of thin films / composite materials and glassy metals with patients filed. He also has strong interests in the design for life philosophy, and renewable power sources
AC 2009-321: UNDERGRADUATE RESEARCH EXPERIENCE: A TOOL FORSTUDENTS PURSUING A GRADUATE DEGREE IN ENGINEERINGGymama Slaughter, Virginia State UniversityToni Harris, Virginia State UniversityKabongo Ngandu, Virginia State UniversityKeith Williamson, Virginia State UniversityKwame Adom, Virginia State University Page 14.1290.1© American Society for Engineering Education, 2009 Undergraduate Research Experience: A Tool for Student Pursuing a Graduate Degree in EngineeringKey Words: Undergraduate Research Experience, Mentoring, Graduate Degree inEngineeringAbstractMany engineering programs across the country have witnessed large numbers of students leavingtheir
-timestudents and most (221) had begun college at their current institution. Self-reported grades were Page 14.1344.5above average, with over half of the respondents indicating that most of their grades were eitherA or A-. Less than 4% of the respondents indicated that most of their grades were lower than B-.The expected graduation dates of the students varied, although 19.5% indicated a Spring 2010date and 22.6% indicated Spring 2011 date. In addition, 13.4% indicated a Spring 2009 date and11.9% indicated they would graduate in Spring 2012. Because the student data in prioradministrations of the E-NSSE was not analyzed, an exploratory factor analysis is
AC 2009-995: THE DESIGN LANDSCAPE: A PHENOMENOGRAPHIC STUDY OFDESIGN EXPERIENCESShanna Daly, University of Michigan Page 14.1189.1© American Society for Engineering Education, 2009 The Design Landscape: A Phenomenographic Study of Design ExperiencesKey Words: design, phenomenography, professional experiencesAbstractDesign is central to engineering education and practice. Thus, it is important toinvestigate aspects of design that can be applied to facilitate engineers in becoming betterdesigners. Designers’ experiences impact their views on design, which then impact theways they approach a design task. Design approach then impacts new
AC 2009-1749: CULTURALLY-RELEVANT SCIENCE CURRICULUM - EFFORTSIN A SECONDARY SCHOOL - UGANDAAlexandre Probst, Colorado School of MinesAarthi Krishnaswamy, Colorado School of MinesVinita Singh, Colorado School of MinesBarbara Moskal, Colorado School of MinesCyndi Rader, Colorado School of Mines Page 14.391.1© American Society for Engineering Education, 2009 Culturally-Relevant Science Curriculum: Efforts in a Secondary School, Uganda, Africa Key Words: Culturally-relevant, simulated, laboratory, learner-centered Abstract This paper describes the design of a simulated science laboratory experiment which has
AC 2009-2186: PREPARING ENGINEERS FOR GLOBAL WORKFORCES: ARESEARCH UNIVERSITY’S RESPONSEGisele Ragusa, University of Southern California Page 14.974.1© American Society for Engineering Education, 2009 1 Preparing Engineers for Global Workforce: A Research University’s Response Gisele Ragusa, Ph.D. Associate Professor University of Southern California, Viterbi School of Engineering